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The Business School and the Bottom Line Ken Starkey and Nick Tiratsoo Index More Information Cambridge University Press 978-0-521-86511-1 - The Business School and the Bottom Line Ken Starkey and Nick Tiratsoo Index More information Index AACSB (American Assembly of Collegiate Africa, business education and management Schools of Business) 21 18, 19, 218 fostering diversity 40 agora (knowledge space), future model for history of 36–9 business schools 211–24 mission linked approach 41 AIESEC 33 AACSB International alumni networks 56–7 business doctorate figures 209 AMBA (Association of MBAs) 33 competitive advantage of accreditation 63 accredited business schools 39 current number of business programmes competitive advantage of accreditation 63 79 evaluation procedure 41–2 ethical and legal provision in curricula 80, history of 36, 37–9 81–2 influence on business school curricula influence on business school curricula 100–1 100–2 American business model (ABM), criticisms influence on research in business schools of 215 117 search for alternatives 215–19 list of accredited business schools 38 American business school model 8–10 relevance of business school research alternatives to 10 129 see also diffusion of the American model report on faculty salaries 51 American capitalism, fixation on short-term view on business school research 123 profit 9 ABS (Association of Business Schools) 33 American controversies over business Academy of Management 67, 123–4, 210–11 schools 20–3 accreditation Amos Tuck School of Business competitive advantage 63 Administration 104 ethical and legal provision in curricula 80, Ankers, Paul 127–8 81–2 Arnold, Matthew 191–2 history of 35–9 Ashridge 38, 39 accreditation institutions Asia, growth of business education 18–19 influence on business school curricula Aspen Institute 100–2 ‘alternative’ rankings 80 influence on research in business schools Beyond Grey Pinstripes initiative 80 117 ISIB student survey 106–7 accredited business schools 38–9 Association of Collegiate Business Schools battle for market share 37–9, 40–1 and Programs 41 enforcement of standards 41–2 Aston business school 38, 39 impact on standards 39–41 Attlee, Clement 27 rise of 36–9 Australia, MBA programmes and see also AACSB (International); AMBA; institutions 24 EFMD Australian GSM, increase in tuition fees accredited business schools 38–9 56 © Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-86511-1 - The Business School and the Bottom Line Ken Starkey and Nick Tiratsoo Index More information index 231 Babson College 104, 131 unique selling point 61–4 bachelor’s degrees in business, early use of alumni networks 56–7 development 16–17 Bush, George W. 1, 183 Bain, George 116 business ethics 81 see also curriculum Bain and Company, list of popular business developments; ethics tools 128 Business Graduates Association 33, 36 Barrett, Douglas 106 business gurus, business origins 124–6 Bates, Hilary 128 business ideas, sources of 124–6 Begg David 116 business programmes, number running 79 Bennis, Warren 205 business school education Beyond Grey Pinstripes initiative 80 developing concern with ethics 79–82 BGA see Business Graduates Association diversification of programmes 60–1 BI school, Oslo 62 fictional illustration of dilemmas 169–93 BIM (British Institute of Management) 25 effects of curriculum changes 77–8 Bok, Derek 208, 224 impetus for curriculum changes 77–8 Borges, Antonio 37 keeping curricula up to date 79 Borna, Shaheen 106 rates of curriculum revision 78–9 Brabston, Mary 106 social and environmental awareness 80 Bradford University School of Management tendency towards sameness 78 39 business school models see diffusion of the branding/rebranding of business schools American model 63–4 business school pedagogy Brennan, Ross 127–8 attitude towards the workforce 98–100 Bristol University 199 case study component 83–9 budget pressures on business schools 51–5 case study teaching method 89–100 competition from new providers 53 changes in philosophical approach 82 decline in demand for MBA programmes changes in teaching methods 82 52–3 changes in use of case studies 83–9 escalating faculty salaries 51 ‘corporate capture’ notion 102–4 financial uncertainty 51–2 curriculum inertia 100–9 geopolitical factors 53 devaluation of teaching 108 government cutbacks 51 ethical issues in case studies 97 government interference 52 influence of accreditation agencies loss of market share 53 100–2 reduced value of endowments 51 influence of student demands 105–7 reduced value of savings 51 lack of diversity in examples used 97 budget strategies for business schools managerial perspective 98 cost cutting/restraining 57 narrow frame of reference 97–8 diversification of business programmes neglect of contextual issues 99 60–1 partial and outmoded view of issues diversification of target student market 97–100 58–9 pressure from business interests 102–4 fund-raising 56–7 business school performance, establishment increase in donations 56 view 2–3 increases in tuition fees 55–6 business school rankings see published negotiation on annual tariff 57–8 rankings push for financial autonomy 57–8 business schools restructuring of MBA programmes 59–60 intensity of competition 1–2 role of the dean 55 reflection of corporate scandals 80 targeting overseas students 59 sphere of influence 1 targeting women students 58–9 see also rise of the business school © Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-86511-1 - The Business School and the Bottom Line Ken Starkey and Nick Tiratsoo Index More information 232 index BusinessWeek classroom teaching methods 89–100 business experience of business school classroom teaching research report professors 131 90–100 business school curriculum changes evasion of awkward issues 98, 99 77–8 in British business schools 25 business school profiles 78–9 managerial perspective 98 business school rankings 54, 67–8 narrow frame of reference 97–8 list of best business books 128 neglect of contextual issues 99 top fifty MBA programmes 81 partial and outmoded view of issues business world changes, impacts on 97–100 business schools 9–10 teaching note 89, 90 treatment of ethical issues 97 Cambridge Judge 39 Cass Business School, London 39, 61–2, 116 Cambridge University, attitude towards Cavalle, Carlos 37 business education 28 Chalmers University 223 Canada, MBA programmes and institutions Chartered Management Institute, UK 206–7 24 China, growth of business education 18, 19, Carnegie Foundation 21 31–2, 201–2, 204, 218 case studies Cohen, Peter 105 and corporate scandals 103–4 competition among business schools 50–5 attitude towards the workforce 88–9 and escalating faculty salaries 51 conservatism 88–9 and the profusion of business schools 50 dated business assumptions 88–9 expanding recruitment sources 53 distributors 83 geopolitical factors 53 easyJet 84–5 influence of published rankings 54 Enron 103–4 pressures on business school budgets 51–5 Federal Express 87–8 web-based or distance learning courses 53 Harvard case study method 83 competition with business schools influence of the corporate sector 103–4 management consultancies 53 lack of context 85–7 new ‘for-profit’ providers 53 lack of hard supporting evidence 87–8 web-based or distance learning courses 53 lack of inquisitive intent 88 competition strategies lack of scepticism 88–9 accreditation 63 limited range of sources 84–5 attempts to influence rankings 67–70 Lufthansa 85–7 branding/rebranding 63–4 managerial perspective 87–8 building campuses abroad 59 neglect of wider factors 85–7 creation of a distinct identity 61–4 omission of issues that do not fit 87–8 data compilation and reporting issues partial and outmoded view of issues 67–70 97–100 distance learning 59–60 perspective on labour issues 87–8 diversification of business programmes predominance of management voices 60–1 84–5 executive MBA programmes 60 quality of research 84 focus on the bottom line 55–8 reliance on CEO observations 84–5, 88 gamesmanship 64–70 role in MBA curricula 83 generous appraisal procedures 64–7 subjectivity 84–5 image and positioning 61–4 value of distribution business 83 increased marketing effort 63–4 weaknesses in 84–9 lavish facilities 62–3 case study teaching method 9 more choice for students 59–61 attitude towards the workforce 98–100 new buildings and campuses 62–3 © Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-86511-1 - The Business School and the Bottom Line Ken Starkey and Nick Tiratsoo Index More information index 233 online delivery of programmes 59–60 developing concern with ethics 79–82 partnerships within the same field 63 effects of 77–8 playing the system/bending the rules impetus for 77–8 64–70 keeping up to date 79 press handouts and websites 62–3 rates of curriculum revision 78–9 restructuring of MBA programmes 59–60 social and environmental awareness 80 role of the dean 55 stakeholder management courses 81 target market diversification 58–9 see also business school pedagogy targeting overseas students 59 curriculum inertia targeting women students 58–9 devaluation of teaching 108 tighter focus of activities 61–2 in case study teaching 89–100 unique selling point 61–4 influence of accreditation agencies 100–2 consultants influence of student demands 105–7 competition with business schools 53 pressure from business interests 102–4 contribution to business ideas 130 reasons for 100–8 contextual issues, neglect in case study teaching 99 Daniel, Carter A. 16 contextualisation of knowledge 199–201 Darden 78 Corley, Kevin 68 Dartmouth 131 Cornell University Johnson Graduate Davenport,
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